the process of change isn march 2014 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
The Process of Change ISN March 2014 PowerPoint Presentation
Download Presentation
The Process of Change ISN March 2014

Loading in 2 Seconds...

play fullscreen
1 / 51

The Process of Change ISN March 2014 - PowerPoint PPT Presentation


  • 114 Views
  • Uploaded on

The Process of Change ISN March 2014. Marybeth Flachbart, Ed.D mflachbart@neuhaus.org . Let’s make this as interactive as possible!. Raise your hand and let us know you are here. Question 1: What is your best guess on the number of books on change management offered by Amazon?.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

The Process of Change ISN March 2014


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. The Process of ChangeISN March 2014 Marybeth Flachbart, Ed.D mflachbart@neuhaus.org

    2. Let’s make this as interactive as possible! Raise your hand and let us know you are here.

    3. Question 1: What is your best guess on the number of books on change management offered by Amazon?

    4. 91,453 Books on Change Management! Leading change icebergs The People Side Possibilities Disruptive Switch Decisive cheese

    5. If we know so much about change management, and have so much information available, why is it so hard to motivate others (and perhaps ourselves) to change?

    6. The price of change… “The lions might lie down with the lambs, but the lambs won’t get much sleep.” -Woody Allen

    7. Everybody remember what happened to Galileo?

    8. Why do it? Scenario Percentile Entering Percentile Leaving Average School / Average 50 50 Teacher Highly Ineffective School / 50 3 Ineffective Teacher Highly Effective School / 50 34 Ineffective Teacher Ineffective School / Highly 50 63 Effective Teacher Highly Effective School / 50 96 Highly Effective Teacher Highly Effective School / 50 78 Average Teacher Marzano, R. (2003) What Works in Schools: Translating Research into Action

    9. Words to live by: “We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” Edmonds, 1979

    10. True or False? • Organizational change is primarily a social process

    11. True or False? 2. Successful organizational change is driven primarily by excitement and enthusiasm?

    12. True or False? 3. Organizational change must occur from the bottom up

    13. My experience “Changing is what people do when they have no options left. ~ Holly Black

    14. Perhaps is not our resistance to change but the rate of change…

    15. Quote Walk “Look, Sonny, I’ve been a teacher in this school longer than you have been alive. My students’ scores are always excellent and always above my expectations. I feel very comfortable doing what I’ve always done.”

    16. Change is the rule • Change is now the rule (no longer the exception) • All change happens dynamically (while we are running the day-to-day) • An organization is first and foremost mechanical (not social) • The leaders are the center of all change Winford E. Holland, Ph.D.

    17. Context of Schools:Let’s face it we’re different • The chain of command is anything but clear • Intrinsic motivation is often stronger than extrinsic • Strong desire to have consensus on most matters • Independent contractor syndrome • Vacillate between distrust of authority and wanting someone to take charge

    18. Can’t vs. Won’t Technical vs. Adaptive First Order vs. Second Order

    19. Differentiated Management Group 1 Group 2 Group 3 Group 4

    20. “Can’t” You Can Handle • Professional Development • Instructional Coach • Grade Level Team Meetings • Observe Colleagues • Reading/Research

    21. Technical vs. Adaptive Change

    22. The body problem… Anybody can do it… Somebody should do it… Nobody does!

    23. Change means loss Stages of Grief • Denial • Anger • Bargaining • Depression • Acceptance

    24. Alternative Protocol Alternative Protocol • Discussion • Visioning • Shared Vision • Enthusiasm • Implementation

    25. Three minutes: one experience Can you think of a “non-example” of change management?

    26. “Know Thyself is only half of the equation, the other half is role vs. self.”

    27. Strengths

    28. “Don’t buy that woman a gun!”

    29. Consider my top five How would you approach me about a change? Think about strength layering… • Input • Learner • Relator • Achiever • Focus

    30. Strong in Influencing Influencing leaders are always selling the teams ideas inside and outside of the organization. They take charge, speak up, and make sure the group is heard. Strengths: activator, maximizer, command, communication, competition, self-assurance, significance, woo.

    31. Executing Executing leaders know how to make things happen and work tirelessly to get it done. They “catch” an idea and make it a reality. Strengths: acheiver, arranger, belief, consistency, deliberative, discipline, focus, responsibility, restorative

    32. Relationship Building Relationship building leaders are the glue that hold a team together instead of a composite of individuals, and have the unique ability to create groups much greater than the sum of their parts. Strengths: adaptability, connectedness, includer, developer, empathy, harmony, relator, individualization, positivity.

    33. Strategic Thinking Strategic leaders keep the group focused on what could be, constantly absorbing and analyzing information and helping the team make better decisions. Strengths: analytical, context, futuristic, ideation, input, intellection, learner, strategic

    34. What is the best way to approach you with change?

    35. How could you use this information to motivate others?

    36. Preparing students for the 21st century “The future always comes to fast, and never in the right order.” Joe Morelock, Canby, Oregon

    37. The ADKAR Model Awareness Desire Knowledge Ability Reinforcement Jeffrey M. Hiatt, Prosci Research, 2006

    38. AWARENESS • Why is the change necessary? • Why is the change happening now? • What is wrong with what we are doing today? • What will happen if we don’t change?

    39. DESIRE • “What is in this for me?” • How will the change impact the individual? • What is the organizational climate for change? • What is an individual’s personal situation? • What motivates the (intrinsic rewards) individual?

    40. Quote Walk In response to the question, “What skills would you have to ensure, your students had mastered to meet this fifth grade standard (evaluating author’s point of view)?” “That would require inferring meaning. I teach in a high poverty school, my students can’t do critical thinking.”

    41. KNOWLEDGE • What is their current knowledge base? • What is their capacity for gaining new knowledge? • What resources are available for professional development? • Is there a way to get support as they gain the new knowledge?

    42. Quote Walk “Thank God you’re here!”

    43. Ability • The enemy of great is good • Psychological blocks • Intellectual capability • Time available to develop new skill • Availability of resources to support

    44. Quote Walk You walk into the classroom and don’t see an objective posted. It is not clear to you what exactly the students are working on. You ask a student what they’re doing (they respond) then you ask “Why are you doing it?” and they say…..”

    45. REINFORCEMENT • “Freeman Fizzle” • Match the reinforcement to the individual • The absence of negative consequences • Accountability systems to reinforce change “Improving practice in a culture of public scrutiny requires reciprocal accountability” Fink & Markholt, 2011

    46. Communicating Change • What is the change I want to see in the classroom? • Do I need to persuade the whole staff, grade level, or individual teachers? • How will I convey a sense of urgency? • What type of commitment do I want from the group or individual? • Do I have an experience that I can share that will clarify the need for change? • What evidence will I present?

    47. Communicating Change • How will I express the immediate and long-range work that must be accomplished? • Why do I believe this will benefit our students? • How will I talk about the reality of teaching and learning at our school? • What, specific teaching behaviors do I expect to change? • What supports will be provided? • How will my talk convey hope and a “can-do” attitude? • How will I communicate my commitment to being the “lead learner”?

    48. It is not just us! When It Comes To Vaccines, Science Can Run Into A Brick Wall http://www.npr.org/2014/03/04/285580969/when-it-comes-to-vaccines-science-can-run-into-a-brick-wall

    49. “You get the best effort from others not by lighting a fire beneath them, but by building a fire within.” Bob Nelson, Buffalo Bills, Oakland Raiders

    50. 22 times! 9 meaningful contacts to make a sale